CARACTERISTICAS DE LOS CODIGOS DE BARRA

a simply framework and provides a simple structure that helps to keep the coaching process focused, structure and time effective. The OSCAR coaching model works well for managers because it is simple, it is easy to understand, it is common sense and managers are already using it without calling it OSCAR.

Managers and leaders can use the OSCAR coaching model as leadership strategy to assure distribution of leadership. Table 3.4 will describe the link between distributed leadership and coaching as leadership strategy by means of the OSCAR model. This will assure that the researcher achieved also achieves the objective: “to investigate how distributed leadership can be used as an effective and successful leadership strategy”(par 1.4).

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Table 3.5: The OSCAR coaching model (Gibert and Whittleworth, 2009)

Strategy Coaching Strategies Coaches can distribute leadership by means of ……… Outcome: Gibert and Whittleworth

(2009) explains that managers have to plan for success. This involves thinking about what success would look like. This is sometimes referred to as vision. Managers with well-formed outcomes achieve much more than those without clear outcomes.

There is a link between collaborative leadership and outcomes of the OSCAR model, as discussed by Gilbert and Whittleworth (2009). Glew, O’Leary-Kelley, Friggin and Van Fleet (1995) state that, no matter what form the behavioural change may take by means of participative management, total quality management, or school learning – collaborative leadership requires true participation in leadership and decision-making at all levels and in multiple decision processes. The

distribution would allow leaders at all levels to work

collaboratively to achieve the maximum goal in education. The maximum goal is that all learners will benefit from effective teaching and learning (par 2.5.5).

Situation: Gilbert and Whitleworth (2009:41-42) are of the opinion that managers need a grip on the situation. They need to know what is going on in their team. They need to know what is happening in the school. They need to know the facts. Managers come face to face with difficult situations on a daily basis To understand the situation in their team in full, they will have to listen to the team members.

Smylie, Conley and Marks (2002) explain that three new approaches to teacher leadership that appear to be more effective than formal leadership roles in promoting school improvement, namely teacher inquiry in collaborative contexts, which creates new opportunities for teachers to learn and to lead efforts to improve their schools; new models of distributive leadership models, which indicate that teachers can and do perform important leadership tasks inside and outside formal positions of authority; and self-managed teams, which promote teacher collaboration so that improve teaching and learning can be improved (par 2.5.3).

Choices and consequences: Gilbert and Whittleworth (2009:42-43) explains that managers are decision makers. They make choices by selecting the best possible choice from the list of choices available to them. The process of creating a list of choices is often referred to as brainstorming.

The researcher here refers to The National Quality Schools Framework in Australia (Department of Education, Science and Training, 2003), which proposes that schools with shared leadership as leadership strategy create and maintain a shared vision and goal for learner development and learning and empower staff to share leadership for school development that responds to processes that lead to sustained

improvement (par 2.5.6). Action: Gilbert Whittleworth (2009:43-

44) managers need to be action planners. The action plan coordinates the team’s efforts on a daily basis. Team members need to know what is

expected of them, what they are expected to do and when they are expected to do it. Successful teams are proactive and action is essential. Action has to follow a process of establishing a clear outcome, a clear situation and having made the best possible choice to achieve the outcome.

Distributed leadership is a form of shared leadership that is distributed to key stakeholders throughout the school. The researcher here refers to The National Quality Schools Framework in Australia (Department of Education, Science and Training, 2003), which proposes that schools with shared leadership as leadership strategy develop and maintain high- level shared knowledge about curriculum and instruction; and initiate innovation through a focus on action, culture building and school-wide learning (par 2.5.6).

Review: Gilbert and Whittleworth (2009:44) elaborate thatmanagers need to stop and notice what is going on. They need to review performance. Managers attend meetings and all meetings are reviewed.

Engestrom, Miettinen, and Punamaki (1998) expand that collaborators need to entertain the view that something new or unique might arise from a mutual inquiry that could reconstruct the participants’ view of reality (par 2.5.5).

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Managers and leaders can also implement the OSCAR coaching model to distribute leadership and assure effective schools in South Africa. The OSCAR coaching model can support leaders to do action panning to assure success and achievement of outcomes; monitor outcomes and evaluate whether the outcomes were achieved; lead and manage their teams to achieve outcomes; make decisions to solve problems effectively within teams and review all actions; and evaluate performance and effectiveness of teams.

The fourth coaching model, which leaders can use as a coaching model, is the executive coaching model.

3.4.4 The strategic executive coaching model as distributive leadership